The Science of Forgetting and the Art of Remembering (Part II)

It turns out, perhaps the most compelling data to support spacing and interleaving is not quantitative at all. Instead, it is the qualitative feedback from students and teachers.

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Teach Me and I’ll Teach You: Learning as an Equitable Exchange

By releasing myself from being a “sage on the stage” to become a co-creator of educational opportunities with my students, everyone in my classroom is a better teacher and stronger learner.

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